Contrary to many people believe, highly intelligent children are not necessarily certain to achieve academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.
One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can encourage a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the academic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems.
IQ is just one element among many in the recipe for success—Children develop well or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends.
Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average talents do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard subjects for older students. Enrichment involves learning information that falls outside the usual subjects.
A child might skip one or more grades as a way of accelerating in school. But being with older children for the entire school day—and perhaps for grade-based extracurricular activities such as sports—can make a child feel inferior in every filed outside of academics. One very bright fourth-grader who had skipped two grades remained far ahead of his classmates intellectually, but as his classmates reached adolescence, his social and other shortcomings became painfully apparent. While acceleration is not an option, or not a good one, enrichment can be. After all, school is not a race but an adventure in learning. As such, the goal is not finishing first but absorbing as much knowledge as possible in the time assigned. Thus, providing opportunities for a child to study topics outside the regular subjects can be at least as valuable as pushing him or her through the required material faster.
1. What is the basic reason for the low academic achievement of highly intelligent children?
A. Teachers’ failure to recognize their potential.
B. Too much emphasis on being intelligent.
C. Studying topics outside the regular subjects.
D. Lack of encouragement from teachers.
2. According to the passage, which of the following belongs to enrichment activities for talented children?
A. Skipping one of more grades and studying together with older children.
B. Learning the same material in the standard subjects for older students.
C. Learning information that is not included in the regular subjects.
D. Learning how to read with fluency even in their pre-school days.
3.Which of the following statements do you think is true about the writer?
A. He is in favor of enrichment rather than acceleration.
B. He is in favor of acceleration rather than enrichment.
C. He speaks highly of both enrichment and acceleration.
D. He thinks neither enrichment nor acceleration is a good choice.
4. In this article, the writer wants to ______.
A. point out the weaknesses of acceleration for gifted children
B. compare acceleration with enrichment for gifted children
C. stress the importance of enrichment for gifted children
D. discuss how to bring out gifted children’s potential
1.Each participating team will receive ______.
A. 1 T-shirt and 1 souvenir B. 4 T-shirts and 1 souvenir
C. 1 T-shirt and 4 souvenirs D. 4 T-shirts and 4 souvenirs
2. A family team which does not complete any task at the activity stations but has completed the hunt at 11.30 a.m. will ______.
A. not be entitled to any prize B. be awarded a mystery gift
C. be awarded the consolation prize D. not receive the T-shirts
3. The main purpose of the hunt is to ______.
A. get people to spend time with family B. attract people to win cash and prizes
C. encourage people to appreciate nature D. promote Wiedken & Kennedy Advertising
The wedding between Prince William and Kate Middleton on April 29 has focused the world’s camera lenses（镜头）on the UK.
In Britain, there is a constant debate about the relevance of the royal family to modern British society. However, Windsor (the family name of the British Royal Family) and Middleton have been seen to represent a more modern, forward-looking nation.
Nigel Baker, the British ambassador to Bolivia, believes that the royal wedding is “about modern Britain”. “The estimated 2 billion spectators across the world will see that Britain is one of the most culturally and ethnically diverse nations in the world, home to 270 nationalities speaking 300 different languages, founded on tolerance and respect for difference,” wrote Baker on his blog.
According to Baker, the wedding could help viewers to see “why Britain is one of the most dynamic and creative countries in the world”: The television on which most people watched the event was invented by John Logie Baird, a Briton, and the World Wide Web that broadcast the event to millions more was invented by another Briton, Tim Berners-Lee.
The guests who attended the wedding ceremony gave more than a few clues as to the nature of modern Britain. David and Victoria Beckham represent Britain’s obsession（着迷）with football and celebrity.
Leaders from different religious backgrounds supported Baker’s comments on the multicultural nature of modern British society.
Before the wedding, David Elliott, arts director of the British Council China, agreed that the wedding would be a showcase for modern Britain: “I think, and hope, that it (modern British influence) would be values like openness, multiculturalism, creativity, sense of humor and the traditional British sense of fair play,” he said.
Furthermore, events such as the Olympics in London in 2012 may also increase people’s sense of Britishness.
According to a poll published in Daily Telegraph, more than a third of people in the UK admitted they felt “very British” when watching the Olympics.
1. What is the main point of the article?
A. To introduce Prince William’s wedding arrangements in detail.
B. To comment on the significance of the royal wedding.
C. To question the relevance of the royal family in modern British society.
D. To explain why the royal wedding is linked with the 2012 Olympics.
2. What can be concluded from the article?
A. Some say that the royal wedding is a reflection on modern Britain.
B. Some think the royal wedding only shows Britain’s multiculturalism and sense of fair play.
C. About 2 billion people across the world will see the wedding ceremony online.
D. Britons are obsessed with football due to the influence of David Beckham.
3.Why is the inventor of the World Wide Web mentioned?
A. To inform readers about some well-known British inventors.
B. To point to the importance of the World Wide Web for the wedding.
C. In support of the idea that Britain is a nation of creative and original people.
D. To encourage people to watch the wedding on the Internet.
4. According to the article, both the 2012 Olympics and the royal wedding .
A. have increased the British sense of national identity
B. have promoted traditional British values
C. represent a more modern Britain
D. have encouraged the interest of Britons in Football
I used to hate being called upon in class mainly because I didn’t like attention drawn to myself. And 51 otherwise assigned（指定）a seat by the teacher, I always 52 to sit at the back of the classroom.
All this 53 after I joined a sports team. It began when a teacher suggested I try out for the basketball team. At first I thought it was a crazy 54 because I didn’t have a good sense of balance, nor did I have the 55 to keep pace with the others on the team and they would tease me. But for the teacher who kept insisting on my “ 56 for it”, I wouldn’t have decided to give a try.
Getting up the courage to go to the tryouts was only the 57 of it! When I first
started 58 the practice sessions, I didn’t even know the rules of the game, much 59 what I was doing. Sometimes I’d get 60 and take a shot at the wrong direction—which made me feel really stupid. 61 , I wasn’t the only one “new” at the game, so I decided to 62 on learning the game, do my best at each practice session, and not be too hard on myself for the things I
didn’t 63 “just yet”.
I practiced and practiced. Soon I knew the 64 and the “moves”. Being part of a team was fun and motivating. Very soon the competitive 65 in me was winning over my lack of confidence. With time, I learned how to play and made friends in the 66 — friends who respected my efforts to work hard and be a team player. I never had so much fun!
With my 67 self-confidence comes more praise from teachers and classmates. I have gone from 68 in the back of the classroom and not wanting to call attention to myself, 69 raising my hand— even when I sometimes wasn’t and not 100 percent 70 I had the right answer. Now I have more self-confidence in myself.
1. A. as B. until C. though D. unless
2. A. hoped B. chose C. meant D. agreed
3. A. changed B. continued C. settled D. started
4. A. plan B. idea C. belief D. saying
5. A. right B. ability C. chance D. patience
6. A. cheering B. looking C. going D. applying
7. A. point B. rest C. half D. basis
8. A. enjoying B. preparing C. watching D. attending
9. A. worse B. later C. less D. further
10. A. confused B. motivated C. embarrassed D. committed
11. A. Fortunately B. Interestingly C. Obviously D. hopefully
12. A. try B. act C. rely D. focus
13. A. want B. know C. support D. do
14. A. steps B. rules C. orders D. games
15. A. roles B. mind C. part D. value
16. A. situation B. operation C. movement D. process
17. A. improved B. expressed C. preserved D. recognized
18. A. dreaming B. hiding C. relaxing D. playing
19. A. by B. for C. to D. with
20. A. lucky B. happy C. satisfied D. sure
---- Frank, I’ve learned your plan. Could I make some suggestions?
---- _______.
A. Just say. B. Go right ahead C. With pleasure D. Take it easy
Standing among the students ________ together with their English teacher.
A. is the headmaster B. are the headmaster C. the headmaster is D. the headmaster are
